Task 1

Standard and Reflection

Waad mohammed alkaabi

201403258
 Music Standard for KG
Standard 1: Read and Notate Music
Artistic Perception  Use icons or invented symbols to represent beat.
Listen to, Analyze, and Describe Music

 Identify and describe basic elements in music (e.g., high/low, fast/slow,

loud/soft, beat)

Standard 2: Apply Vocal and Instrumental Skills

Creative Expression  Use the singing voice to echo short melodic patterns.
 Sing age-appropriate songs from memory.
 Play instruments and move or verbalize to demonstrate awareness of
beat, tempo, dynamics, and melodic direction.
Compose, Arrange, and Improvise
 Create accompaniments, using the voice or a variety of classroom
instruments.

Standard 3: Role of Music

Historical And Cultural  Identify the various uses of music in daily experiences.
Context Diversity of Music
 Sing and play simple singing games from various cultures.
 Use a personal vocabulary to describe voices and instruments from
diverse cultures.
 Use developmentally appropriate movements in responding to music
from various genres and styles (rhythm, melody).

Standard 4: Derive Meaning

Aesthetic Valuing  Create movements that correspond to specific music.
 Identify, talk about, sing, or play music written for specific purposes
(e.g., work song, lullaby).

Standard 5: Connections and Applications

 Use music, together with dance, theatre, and the visual arts, for
Connections, storytelling.
Relationships, Careers and Career-Related Skills
Applications  Identify and talk about the reasons artists have for creating dances,
music, theatre pieces, and works of visual art.
Reflection (Music Standard)
Performing, creating, and responding to music are the fundamental music
processes in which humans engage. Students, particularly in KG, learn by doing.
Singing, playing instruments, moving to music, and creating music enable them to
acquire musical skills and knowledge that can be developed in no other way. Learning
to read and notate music gives them a skill with which to explore music independently
and with others. Listening to, analyzing, and evaluating music are important building
blocks of musical learning. Further, to participate fully in a diverse, global society,
students must understand their own historical and cultural heritage and those of others
within their communities and beyond. Because music is a basic expression of human
culture, every student should have access to a balanced, comprehensive, and
sequential program of study in music.
 Dance Standard for KG
Standard 1: Development of Motor Skills and Technical Expertise
Artistic Perception  Build the range and capacity to move in a variety of ways.

Comprehension and Analysis of Dance Elements

 Understand and respond to a wide range of opposites (e.g., high/low,
forward/backward, wiggle/freeze).

Development of Dance Vocabulary

 Perform simple movements in response to oral instructions (e.g., walk,
turn, reach)

Standard 2: Creation/Invention of Dance Movements

Creative Expression  Create movements that reflect a variety of personal experiences (e.g.,
recall feeling happy, sad, angry, and excited).
 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and
images) with original movements.
 Respond spontaneously to different types of music, rhythms, and sounds

Standard 3: Development of Dance

Historical And Cultural  Name and perform folk/traditional dances from the United States and
Context other countries.

Standard 4: Description, Analysis, and Criticism of Dance

Aesthetic Valuing  Explain basic features that distinguish one kind of dance from another
(e.g., speed, force/ energy use, costume, setting, music)

Standard 5: Connections and Applications across Disciplines

Connections,  Give examples of the relationship between everyday movement in
Relationships, school and dance movement.
Applications
Reflection (Dance Standard)
Students will perceive and respond, using the elements of dance. They will
demonstrate movement skills, process sensory information, and describe movement,
using the vocabulary of dance. Students will apply choreographic principles,
processes, and skills to create and communicate meaning through the improvisation,
composition, and performance of dance. Students will analyze the function and
development of dance in past and present cultures throughout the world, noting
human diversity as it relates to dance and dancers. Students can critically assess and
derive meaning from works of dance, performance of dancers, and original works
based on the elements of dance and aesthetic qualities. Students will apply what they
learn in dance to learning across subject areas. They develop competencies and
creative skills in problem solving, communication, and management of time and
resources that contribute to lifelong learning and career skills. They also learn about
careers in and related to dance.
 Arts Standard for KG
Standard 1: Develop Perceptual Skills and Visual Arts Vocabulary
Artistic  Recognize and describe simple patterns found in the environment and works of art.
Perception  Name art materials (e.g., clay, paint, and crayons) introduced in lessons
Analyze Art Elements and Principles of Design
 Identify the elements of art (line, color, shape/form, texture, value, space) in the
environment and in works of art, emphasizing line, color, and shape/form.

Standard 2: Skills, Processes, Materials, and Tools

Creative  Use lines, shapes/forms, and colors to make patterns.
Expression  Demonstrate beginning skill in the use of tools and processes, such as the use of
scissors, glue, and paper in creating a three- dimensional construction.
 Make a collage with cut or torn paper shapes/forms.
Communication and Expression Through Original Works of Art
 Paint pictures expressing ideas about family and neighborhood.
 Use lines in drawings and paintings to express feelings.
 Use geometric shapes/forms (circle, triangle, square) in a work of art.
 Create a three-dimensional form, such as a real or imaginary animal.

Standard 3: Role and Development of the Visual

Historical  Describe functional and nonutilitarian art seen in daily life; that is, works of art that
And Cultural are used versus those that are only viewed.
Context  Identify and describe works of art that show people doing things together
Diversity of the Visual Arts
 Look at and discuss works of art from a variety of times and places.

Standard 4: Derive Meaning

Aesthetic  Discuss their own works of art, using appropriate art vocabulary (e.g., color,
Valuing shape/form, texture).
 Describe what is seen (including both literal and expressive content) in selected
works of art.
Make Informed Judgments
 Discuss how and why they made a specific work of art.
 Give reasons why they like a particular work of art they made, using appropriate art
vocabulary.

Standard 5: Connections and Applications

Connections,  Draw geometric shapes/forms (e.g.circles, squares, triangles) and repeat them in
Relationships dance/movement sequences.
, Applications  Look at and draw something used every day (e.g., scissors, toothbrush, fork) and
describe how the object is used.
Visual Literacy
 Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and
symbols found at home, in school, and in the community, including national and state
symbols and icons.
 Careers and Career-Related Skills
 Discuss the various works of art that artists create and the type of media used.

Reflection (Art Standard)

Students will perceive and respond to works of art, objects in nature, events, and the
environment. They will also use the vocabulary of the visual arts to express their
observations. Students can apply artistic processes and skills, using a variety of media
to communicate meaning and intent in original works of art. Students will analyze the
role and development of the visual arts in past and present cultures throughout the
world, noting human diversity as it relates to the visual arts and artists. Students will
analyze, assess, and derive meaning from works of art, including their own, according
to the elements of art, the principles of design, and aesthetic qualities. They will
develop competencies and creative skills in problem solving, communication, and
management of time and resources that contribute to lifelong learning and career
skills. They will also learn about careers in and related to the visual arts. The students
will have a vocabulary to use as they tell why they like a work of art they made and
learn about a variety of artwork in the world around them.